Report on the Detroit Area Pre-College Engineering Program (DAPCEP)

Report on the DetroitAreaPre-College Engineering Program (DAPCEP)

as required by

Public Act No. 121 of 2009, Section 65

for

2008-2009

(The following information about DAPCEP, as well as data from the DetroitPublic Schools and national sources, was provided to the Michigan Department of Education (MDE) directly by the DAPCEP staff.)

Background

The Detroit Area Pre-College Engineering Program (DAPCEP) is a pre-college engineering, science and technology initiative in metropolitan Detroit. DAPCEP is dedicated to increasing the number of historically under-represented minority students (African-American, Hispanic-American and Native-American) who are motivated and academically prepared to pursue careers in engineering, science and mathematics-related fields.

According to the 1998/99 Annual Report, DAPCEP was founded with a $250,000 grant from the Alfred Sloan Foundation in 1976. In its first year of operation (inception) only 250 students were served in three Detroit Public Schools (DPS).

DAPCEP was incorporated in 1983 and since then an 18-person board of directors has governed it. Based on the records provided, DAPCEP has experienced phenomenal growth since inception, reaching 6,000+ students in 2001-2002 (5,130 in 2006-2007) by combining the resources of a large and active parent group, schools, colleges and universities, and corporations.

The STATE OF MICHIGAN provided $340,050 dollars in support of DAPCEP during 2008-2009. In addition to the state support, DAPCEP generated $3,533,873 in resources through corporate contributions, grants, and in-kind contributions.

DAPCEP operates three programs focused on K-12 students and their teachers:

In-School: DAPCEP trains Detroit Public School (DPS) teachers to present the DAPCEP curriculum, which includes Internet training, science fair projects, multi-cultural projects, field trips, corporate and university seminars, mentors and hands-on experiments for Detroit area students. In-school classes are primarily offered in DPS middle and high schools.

Saturday Enrichment: Colleges, universities and corporations conduct several diverse programs in the area of mathematics, computer science, engineering, physics, chemistry, and communications skill for students.

Summer Enrichment: Several Michigan universities offer on-campus enrichment programs in computer science, mathematics, science, engineering and communications. Each summer students participate in these residential and computer programs. Students in the K-3 or the 4th grade summer program are primarily recommended through the 10 partnering DPS schools.

Current Status

The following information is provided in fulfillment of the requirement to provide narrative information about the Detroit Area Pre-College Engineering Program (DAPCEP) as stated in the grant agreement between Michigan Department Education, Office of Career and Technical Education and DAPCEP/Wayne Regional Educational Service Agency (Wayne RESA).

Dropout Rates and Grade Point Averages

The DAPCEP evaluation team, led by Dr. Enos Massie, is currently compiling information regarding the grade point averages and dropout rates of our students. In addition to her work with DAPCEP students from all participating school systems, Dr. Massie and the Evaluation Team are fostering a deeper relationship with the Detroit Public Schools Office of Data and Records Management. This relationship and anticipated outcomes will address key metrics of student performance academically as well as attitudes towards education. Outcomes of DAPCEP student engagement with DPS students must comply with DPS internal data review protocols and Michigan State University Institutional Review Board guidelines. DAPCEP expects to have DAPCEP-specific statistics of this nature compiled by Fall 2010.

Enrollment in Science, Engineering and Math-Based Curricula, and Employment in Science, Engineering and Mathematics-Based Fields

The DAPCEP team is currently interpreting outcomes garnered from a full-scale evaluation effort begun in 2008. They have already identified 15,000 DAPCEP student outcomes from a National Clearing House inquiry, which will aid in the following objectives: determination of the number of DAPCEP students that graduate from high school; development of universal evaluation instruments to collect organizational data across the various DAPCEP programs; review of the various DAPCEP program curricula to determine universal outcomes across programs (program mapping). DAPCEP anticipates publication of finding in early 2010.

Program Effectiveness

DAPCEP continues to use individual classroom pre- and post-program data as a tool for effective measurement, utilizing stated objectives as benchmarking tools:

Program Outcomes: K-3

Increased knowledge of opportunities and careers rooted in Science, Technology, Engineering and Mathematics.

Visits to K-3 program classrooms by practicing engineers were eye-opening experiences for many DAPCEP families.

Improved understanding of the value and importance of education, especially mathematics and science.

Parent survey questions administered post-program are designed to measure changes in educational valuation. Questions are asked in a retrospective format, in that the questions ask for responses (on a scale from 1-5) regarding their perceptions before the program and after the program. The retrospective format is used because parents sometimes become more aware of what they actually did not know about a topic or concept when they receive information through the program, making the validity of a conventional pre and post program survey questionable. Parents reported appreciating the parent symposiums where they were exposed to information about variation in student learning styles, the importance of science and mathematics to college success and later career choices, the realm of engineering careers, and the importance of organizing artifacts in a portfolio for their child to show evidence of their successful participation in academic and non-academic pursuits over the years.

Improved utilization of technology to solve problems.

Open-ended questions were posed to parents regarding changes in their child’s problem-solving behavior. Parents report homework assignments allowing their children to “think and use the information taught in class and brainstorm” and consider “alternative ways to handle different situations.” The final year of the K-3 program includes a student survey, in which the graduating third graders are asked to answer the question, “are you better at solving problems” with a “Thumbs Up,” “Thumbs Down,” or “Neutral” response. Of the 42 students completing the survey, 3 abstained, 10 gave a “Neutral” response, and 29 responded with “Thumbs Up.”

K-3 students are able to meet their Average Yearly Progress goals after attending DAPCEP programs.

Open-ended parent survey questions specifically asked, “Has your child’s success in school been impacted by his/her participation in DAPCEP? Explain.” Parents indicated that participation the DAPCEP program has significantly increased academic performance; it follows that Average Yearly Progress (AYP) goals are met more readily. Sample parent responses supporting this result are:

• DAPCEP helped increase my daughter’s success in school, socially and academically…she was able to take concepts learned in DAPCEP and apply to her every day school experience.
• She has become a better student overall. She is an all “A” student always pushing and striving to do her best in everything.
• [My child] has greater confidence in class and also has a significant interest since being in DAPCEP. She has received high marks in science, participated in her school’s first science fair and is in the above average percentile in her science class.

Increased parental interest in their student’s education creates a support system within the home.

The K-3 focuses on elements of the home environment that are necessary to promote success in the context of higher educational expectation when the child comes of age. Parents reported somewhat more support for their child academically from program beginning to program end. The shift was away from the “never” and “some” categories toward the “much of the time” and “always or almost always” categories.

Students will experience increased motivation and awareness of the skills necessary for a successful career.

DAPCEP students were introduced to a variety of engineering-related careers through guest speakers and site visits. Reactions to these opportunities were recorded through open-ended questions in parent response surveys. Feedback included the following responses:

• I really enjoyed the Visteon Engineer [visit]; the topic was very informative. I got the chance to ask questions and get feedback related to personal issues.
• She [volunteer engineer] helped my son with our project. The discussion was lively and insightful. My son and I enjoyed the DAPCEP program this year as always.

Participants in the K-3 program complete the tract with a capstone “draw an engineer” project, which highlights student understanding of engineering professions and the skills necessary to cultivate an engineering career. Evaluation results show that of the 36 drawings, 15 had female features, 4 had male features and a few others could be male or female. Two figures appeared African American. Several different types of engineers were mentioned, all in correct context within the drawing. Five were mechanical engineers, six were chemical engineers, three were electrical engineers, and there was one each of the following: hydrologist, engineer designer, computer engineer and civil engineer. All of the drawings included some type of equipment. In seven drawings there were cars and in two there were machines. Nine drawings included laboratories and/or laboratory equipment, sixteen included other equipment like tools, jackhammer, batteries and bulbs, and seven drawings were labeled as including “experiments.” The level of detail in the drawings, labels and descriptions demonstrate a comprehensive understanding of the world of engineering. The question about what students like best about DAPCEP and the drawings continue to be the most useful source of information from the student perspective.

Students will gain exposure to the college/university environment.

Classes for the K-3 program are held at the University of Detroit Mercy each Saturday. Students are able to experience the university environment and have access to laboratory equipment, making it easier to picture themselves in a university setting as they grow.

Program Outcomes: In-School

Increased knowledge of opportunities and careers rooted in Science, Technology, Engineering and Mathematics.

In-School students were also exposed to the multitude of career opportunities available through the Multicultural Enrichment project. This aspect is particularly relevant in making STEM careers more realistic to our students; when they are able to study people with backgrounds similar to theirs achieving, the goal becomes more realistic.

Improved utilization of technology to solve problems.

A key component to the DAPCEP In-school Program is participation in the Science and Engineering Fair of Metropolitan Detroit. Consistently over 90% of DetroitPublic School entries originated in DAPCEP In-school Classrooms. Students applied the research process and knowledge gained from the DAPCEP curriculum to develop projects independently. Students work collaboratively with peers, parents, mentors, corporate partners and teachers to develop sophisticated projects that are entered in the Science and Engineering Fair of Metropolitan Detroit. As a result, all of the Grand awards (the highest achievement possible) bestowed upon Detroit Public Schools students were given to DAPCEP students. DAPCEP students accounted for 28% of Grand awards given at the Fair in total.

Students are more likely to attend college and secure employment in the science, mathematics, engineering, and technology fields.

In-School pre- and post- test results demonstrate an increased ability to grasp the concepts necessary to lay the foundation not only for college-level courses, but successful standardized testing as well. The DAPCEP assessment measures mathematical computations, story problems, scientific measurement and data interpretation. Results show positive changes in comprehension in all participating classrooms.

Program Outcomes: Campus-Based (Saturday and Summer)

Increase the number of underrepresented students who are motivated and prepared to succeed in a university-level STEM curriculum.

By providing courses that complemented in-school curriculums and exposed students to technology, DAPCEP fulfilled its goal to increase the number of underrepresented students who are academically prepared and motivated to pursue promising careers in science, technology, engineering and mathematics (STEM) fields. Student responses indicate that 100% of participants in DAPCEP summer programs felt more likely to attend college after their experience, and 86% were motivated to learn more about the subjects they studied.

Increase the number of students who choose careers in science, mathematics, engineering, and technical fields.

DAPCEP continually strives to engage students in STEM related fields. Through high quality academic programming, exposure to technology and positive reinforcement, DAPCEP is creating the next generation of technical leaders. Student feedback has indicated that participation in DAPCEP has increased awareness of careers and opportunities in STEM fields, especially engineering: 84% were exposed to viable career options in the subjects they studied.

Expose students to campus-centered activities to enrich the traditional academic program; provide an early acclimation to college life.

The college campus-based approach is designed to mirror college and university classes, alternating class instruction with laboratory projects. Hundreds of students regularly participate as commuters or, in many cases, residents who live on campus for several weeks. An emphasis is placed on exposing youth to cutting edge technology and the rewards of college life: participants get the full “college student” experience not only through course matriculation but extracurricular activities as well. Students are given access to university recreational complexes, campus-adjacent shopping and entertainment venues, local attractions, and even mini-electives like swing dancing lessons.

Develop a network of peers engaged in the study of similar careers.